Very little is talked about nowadays concerning homework in the Language Teaching environment. Some may say it is something of the past – perhaps gone the way of the Dodo or the dinosaurs?
Some might argue that homework was just a way to threaten students with, in case they misbehaved – “give’em more homework”. Or maybe it was just a manner to keep them busy instead of idle – the “devil makes work for idle hands”. (Me and my Puritan upbringing).
But while watching a video presentation by Penny Ur (Cambridge University Press – “My top 30 Teaching Tips” – https://www.youtube.com/watch?v=KQvFGyD3b78) I was led to remember how important homework can be for the learner as a tool to review, practice and clarify points seen or to be seen during the lesson. Not to mention it is a great source of feedback to the teacher.
Ms Ur presented some key steps when dealing with homework:
- Don’t leave homework assignment to the end of the lesson, as if it was an afterthought. Tell students in advance what they’ll have to be doing afterwards.
- Define homework by apportioned time rather than quantity. Tell them to see what they can do in 20-30 minutes for example.
- Find ways to check homework without wasting half the lesson – that’s a tricky one. Today I spent 30 minutes (out of a 60-minute class) correcting the homework. Instead have students self-check; dictate the answers; check for problematic points; have pair correction; etc.
One key factor that we as teachers and students must always bear in mind is that Homework allows exposure to the language and consequently, it leads to practice and consolidation.
I remember the time I was learning how to play the piano and my teacher would assign me 4 or 5 easy songs to practice for the next lesson. The objective was to get me to practice daily and familiarize myself with the notes, the piano, the tempo, etc.
Yes, I know that some students will never do their homework, others will do it 30 minutes before class (and I’m talking about grownups), but as a teacher I know the value of a well-thought homework assignment and the benefits that it brings.
Today, one of my students, Isabella, returned after a 2-month-long trip to the US – one month she spent studying English at Kaplan International English School in Chicago and one month traveling across the US – a few days in Seattle, then on to San Francisco and ending her tour in Miami, Fl. “The best city by far was Chicago. It’s vibrant, culturally diverse with amazing restaurants, museums and great music”, she said.
Well, she had been very anxious about her arrival at the airport and customs and immigration. We practiced what she should say if questioned by the immigration officer, what might happen and she said it all went smoothly. The only drawback was that she arrived at O’Hare’s Terminal 5 and she had to go to Terminal 1 to catch the metro rail to downtown Chicago. The access information was a little difficult and it was a little bit of a hassle for her to get to the other terminal. From downtown she used an Uber driver to take her to her niece’s apartment at the University of Chicago on the South Side.
She told me it was a bus commute of around 25 minutes from where she was staying with her niece to the language school downtown. She could observe the wide diversity of people and nationalities and after one week the regular passengers were already greeting her. And sometimes she would call an Uber Pool so she could meet other passengers and try to practice her English.
At the school she was assessed as an A2 student and placed in a classroom with some 15 students from the Arab Emirates, South Korea, China, and Colombia. Her first teacher was a nice man but who spoke way too fast and when she asked for some explanation about a point in the lesson he would not give her an answer. After one week she asked for another teacher – this time it was an Englishman (yes, I know, an Englishman in Chicago – great version for Sting’s song – An Englishman in New York) and he spoke more clearly and pausedly. Her teacher referred her to listen to Ted Talks and watch episodes of “Friends”.
“The biggest issue”, Isabella went on, “that I had with the school was the lack of a good language laboratory”.
Since she was familiar with the language lab concept from her years studying English in Brazil she had been expecting state-of-the-art facilities. She commented: “After 3 hours of classes I thought I would spend at least 1 hour in a lab listening and recording my speech but it was very small and restricted.”
“Of course, nothing compares to the experience of being in another country surrounded by the language you’re learning, however, I found out that people were not very patient with me. Many people spoke too fast and when I tried to ask for something, for example, they’d say ‘do you speak Spanish?’ ”
I asked Isabella if before leaving they’d reassessed her English level at school and she said it was raised to a B1, which she thought was much too soon.
Academically she didn’t have anything more than what she could have had in Brazil. This outcome strengthens my advice: use your time and money to study English in your own home country and then go to an English speaking country for practice, attend a course in photography, art, whatever, in your target language. The return will be much more satisfying.
Yesterday I was watching a YouTube video by Fingtam Languages (sorry dude, you rarely mention your real name)
and he was talking about this book he’s been reading. Check his YouTube video channel and subscribe, he’s got tonnes of great information about language learning and linguistics (https://www.youtube.com/watch?v=oTefVVnFqyI&t=3s )
Becoming Fluent: How Cognitive Science Can Help Adults Learn a Foreign Language (The MIT Press) by Richard Roberts (Author), Roger Kreuz (Author).
I decided to check its kindle version and the first chapter presents some of the fallacies regarding language learning.
I learned English, Spanish and French mostly as an adult – over 18 – yes, as a kid I had been exposed to English classes at school but had been taught mostly in Portuguese – I’d learned the verb to be, some vocabulary and some grammar rules but nothing much. The little Spanish I heard was from my Galician uncle who spoke some curse words at times (and my mom would also say some Spanish expressions such as – “me cago en la madre (I shit on your mother) and other niceties she had probably learned from my uncle (don’t ask me why – some family secrets are better left unturned). When I was 11 or 12 I came across a French grammar book my older sister or brother had used in primary school (up to the early 70s in Brazil, French was taught as the default foreign language instead of English). Of course from that exposure to French as a pre-teen I learned – je me lève and je m’assieds (thank God that book had illustrations).
I can comfortably say that I really learned English and Spanish proper in my 20s and French in my 40s. Yes, my spoken French level is lower than my reading but just because I’ve had to use it much less – though I know about the importance of exposing myself to the language I don’t read much in French or listen to podcasts in French – sometimes I read some news stories or watch some TV5. But last year we were in the Côte d’Azur and I could survive and felt comfortable expressing myself in the French I knew.
So it’s time to bust some myths:
Myth 1 – adults cannot acquire a foreign language as easily as children
Adults can and will learn, but differently from how children learn. First, ok… the child will acquire a better accent – thanks to their facial elasticity and also their lack of fear/shame/anxiety of making mistakes in the other language. But… the adult has already gone through the process of learning their own language so they can use that experience in the new language learning process. Ok, … as an adult you will have an accent, but hey, I’ve got news for you: everybody HAS ONE!. Also, unless you plan to be an undercover secret agent, why would you want to hide the fact that you’re from another country? Actually, that’s a bonus, at least you can speak one more language.
Myth 2 – when learning a foreign language, try not to use your first language.
For years I subscribed to that school of thought that L1 would smother L2, therefore the former should be eliminated from the language class environment. Yes, it’s true that some students, if allowed to, will only use the L1 and talk to each other in that language. So the teacher must control its use in class but be mindful not to throw the baby away with the bath water. Roberts and Kreuz say that the banning of L1 in the classroom “deprives adult language learners of one of their most important accomplishments – fluency in their native language. Although it is true that one language is not merely a direct translation of another, many aspects of one language are directly transferable to a second language.” (1)
They add “… looking for places where concepts, categories, or patterns are transferable is of great benefit, and also points out another area where adult foreign language learners have an advantage over children. ” (1)
So if your’re trying to teach someone or learn yourself a new language, don’t lose heart. It can be done. Just adjust the methods and tools and be realistic on your goals.
(1) Becoming Fluent: How Cognitive Science Can Help Adults Learn a Foreign Language (The MIT Press) by Richard Roberts (Author), Roger Kreuz (Author). The MIT Press, Cambridge, Mass./ London, England.
Let me cut to the chase and tell you that you can get a disease or infection by contact with a wound or a cut, through blood, saliva and other bodily fluids. You won’t, I repeat, YOU WILL NOT learn another language just by shaking hands with a language teacher or touching the dictionary on the screen of your cellphone, ok? 🙄
Well… as inane as it may sound, that’s how many students approach their decision to learn a second or foreign language. Let me give you an example:
One day, Bratislav* (not his real name) wakes up, stretches out and says to himself:
“I need to improve my English (or whatever language he might think is important for him). “I’ll call this teacher who my colleague is having classes with (or should it be “whom”) schedule a start date, settle on payment (hmm, maybe he’ll be so amazed at my brain, he’ll be willing to teach me for free 😋) and I’ll be on my way towards my destiny to conquer the world.”
But poor Brat also thinks that he won’t have to do anything to make some progress. No homework. No practice. No class attendance (I kid you not, Virginia).
In 1-1 classes, the client agrees to buy a chunk of time from his teacher, be it 45 minutes, one hour, or whatever. So he must make every effort to use that time as well as possible. Time flies as the saying goes and it slips through our fingers like sand. When the student can’t or won’t have class at the agreed time for whatever reason, he expects the teacher will rebottle that time that has gone away and offer him again. Or at least offer a discount of the total value of the classes.
We as teachers have to look hard into ourselves and ask: why are we teaching? What do we want? How can we achieve our goals and our students’ goals? And sometimes we come across tough choices to be made: should I be punching the head of this or that student who’s more dead than a door nail?
During a year-end evaluation, which I had to sit next to Brat and answer it with him,
– he would not have answered the survey on his own in a million years, he told me he would like to improve his writing. Great. Now we’re getting somewhere. Or not… because he won’t have time to write anything and he doesn’t want to spend 15 minutes in class quietly writing an email, or translating a short text for practice.
So… Brat, I only have one thing left to do: I will terminate you as a “virtual” student and when you sort out what you want and how you will get there then and only then you may call me again. Or not.
I’ll be waiting at the restaurant round the corner with a Chicken Parmigiana plate balancing on my head while watching Jane Fonda work out on YouTube🤪
First and foremost, let’s cut that politically correctness crap that anyone can learn a second language and that there are no bad students. That’s not true. I’ve learned it the hard way.
I’m not talking about those individuals who are pure evil… What I’m just saying is that some people should focus their efforts on something attainable.
Let’s face it: some people are great learners. Others are average. Others suck at that. I was great at History/Geography and sucked at Math. Great at English and sucked at Portuguese literature. That depends on:
that is how your brain works.
So… what makes a bad student?
1. Has No realistic goals – expects to be speaking and understanding everything in 6 hours/days/weeks.
2. Passively receives information and believes that the teacher will concoct a magic potion that will make them learn – doesn’t know why they’re learning.
3. Waits for the teacher to present interesting things for him to watch, read and listen to (during class time, of course)
4. Never reviews or records any lesson material
5. Displays weak learning skills – won’t take notes but doesn’t hav learns r-e-a-l-l-y slowly, if ever.
6. Feels Forced to learn
The positive point is that bad learners can be converted into good learners.
First, find out what makes them tick. What motivates them (unless they’re clinically depressed – then advise them to seek medical and psychological care).
Assess their needs and their learning strengths and weaknesses – do they have a good memory? Are they slightly dyslexic? Do they need speech therapy? How’s their hearing?
Provide opportunities for success.
It’s Monday morning.
First class at 7:30am.
Student A had an intense weekend, traveled, returned home late Sunday night and Monday morning he has to be ready for his class first thing in the morning. The teacher walks in and starts talking in English … the student who’s been speaking Portuguese all week hears the sounds but can’t make heads or tails of what’s being said past “how are you?”
Next, while correcting homework the teacher sees the student still having trouble expressing basic sentences – and can’t remember basic vocabulary he’s already seen before.
He can’t remember how to say in English:
Classe média (middle class)
Saudade (to be missing someone)
Poucas casas (a few houses)
Move on to the following student B – she is shown a 10 minute Ted Talk video on global population growth – and then says she’d fallen asleep half way through the clip.
Then student C waltz in. He has just had lunch and didn’t sleep very well last night… guess what happened?
So lessons to be learned:
1. Review, review, review! Grammar points and vocabulary.
2. Break video sessions into smaller chunks. Ask comprehension questions to help student remain focused.
3. Bring very strong black coffee in a thermos.